Research Proposal for

PDRF
Submitted by : Azra Mufti
Table of Contents

 Abstract
 Introduction
 Review of Literature
 Research Gap
 Research Objectives
 Research Hypotheses
 Framework for research
 Path Breaking aspect of research
 Proposed Outcome
 Relevance to policy making
Introduction

 During the pandemics, teachers are regarded as frontline workers, and schools should monitor their mental health to provide
the necessary support (MacIntyre P. D, Correlations with stress, wellbeing and negative emotions, 2020)
 A qualitative longitudinal study among 24 school teachers in England interviewed at three time points in 2020 (April, July, and
November) found that mental health declined over time, especially among primary (elementary) teachers (Kim et al., 2021).
 The COVID 19 pandemic caused an urgent, unplanned change in education The crises with COVID-19 significantly
increased the stress teachers were already having as part of their profession. Much research has been published on teachers’
stress levels in the time of pandemics. Besides the concerns for their own health and health of their families and friends,
teachers were faced with the challenges of adapting a new teaching model, namely distance teaching. Mastering distance
teaching was challenging for many teachers . In addition, factors such as dealing with new public safety measures, insecurity,
and lack of clear guidelines, also increase the stress of teachers.(Klapproth F, Federkeil , Journal of Pedagogical Research.
2020)
 In the context of major changes in the professional practice of teachers, monitoring of mental health is important. Studies
carried out during the COVID-19 pandemic have recorded different levels of anxiety and depression among teachers(Ozamiz-
Etxebarria N, Santamaría , 2021)
 Furthermore, teachers, especially in early childhood and primary education, are a highly feminized group. Consequently, there
is a high number of female teachers who, during the lockdown period, had to take on the burden of caring responsibilities
(children, elderly people, etc.) at home and combine these with their profession .This is why female teachers may have had
more stress, anxiety, and depression than men in the context of the pandemic (Li Q., Miao Y., Zeng X., Tarimo C.S.,2020)
Literature Review

 Pressley and Learn (2021) in their paper Teacher stress and anxiety during COVID-19: An empirical study
conducted a study on 329 elementary teachers from across the United States who completed a survey during the first
week of October 2020. The results found that most teachers saw no change or an increase in anxiety during the first
month. Significant predictors of increased teacher anxiety included stress and communication within the school, with
virtual instruction teachers having the most increase in anxiety. In comparison, the no change in anxiety group
included significant predictors of stress, virtual instruction, and communication within the school.
 Hutchison, W., Massie, & Watts (2022) in their paper School staff and teachers during the second year of COVID-
19: Higher anxiety symptoms, higher psychological distress, and poorer mental health compared to the general
population conducted a study on 2305 teachers to assess mental health symptoms in Canadian school staff during the
second year of the pandemic (Spring 2021) and compare these same outcomes to national representative samples, and
to examine whether the number of hours of direct contact with students was a significant predictor of anxiety
symptoms. These results show that priorities to reduce mental health challenges are critical during a public
health crisis, not only at the beginning but also one year later. Ongoing proactive prevention and intervention
strategies for school staff are warranted.
 Kovac, H., & Emira, S. (2021). Their paper “Mental Health of Teachers in Bosnia and
Herzegovina in the Time of COVID-19 Pandemics “, examined the depression, anxiety,
and stress levels in teachers in Bosnia and Herzegovina. The findings of this study clearly
indicated the high levels of depression, anxiety, and stress in teachers. It identified that
levels of support provided by family members and school administration served as
protective factors in the time of crisis.
 Kotowski, E., Susan. (2022). In their study on Teachers feeling the burden of COVID-19:
Impact on well-being, stress and burnout was surveyed to determine whether COVID-19
continued to impact teacher stress, burnout, and well-being a year into the pandemic. The
results showed Stress and burnout continue to be high for teachers, with 72% of teachers
feeling very or extremely stressed, and 57% feeling very or extremely burned out. Many
teachers struggled to have a satisfactory work-family balance (37% Never or almost never;
20% only have sometimes).
Major Research Works Reviewed

 Pressley, H., & Learn, E. (2021). Teacher stress and anxiety during COVID-19: An empirical study.
National Library of Medicine, https://doi.org/10.1037/spq0000468
 Hutchison, W., Massie, & Watts. (2022). School staff and teachers during the second year of COVID-
19: Higher anxiety symptoms, higher psychological distress, and poorer mental health compared to the
general population. National Library of Medicine, https://doi.org/10.1016/j.jadr.2022.100335
 Kovac, H., & Emira, S. (2021). Mental Health of Teachers in Bosnia and Herzegovina in the Time of
COVID-19 Pandemics. National Library of Medicine, https://doi.org/10.5455/msm.2021.33.257-261
 Kotowski, E., Susan. (2022). Teachers feeling the burden of COVID-19: Impact on well-being, stress
and burnout. National Library of Medicine, https://doi.org/10.3233/wor-210994
 Bandura, A., & Locke, E. A. (2003). Negative self-efficacy and goal effects revisited. Journal of
Applied Psychology, 88(1), 87-99. http://dx.doi.org/10.1037/0021-9010.88.1.87
Identification of research gap

 Significant studies have been conducted to measure the impact of stress and burnout on
employees in different countries and sectors post pandemic but very few in Jammu and
Kashmir especially after the pandemic. No such study has been conducted in the schools of
JKUT after the lockdowns and pandemic took place. This study will add to the existing
research by illuminating the psychological distress experienced by teachers and how it
affects the overall working of the institutions.
Research questions

 What is the prevalence of depression, anxiety, and stress level in teachers

post covid?
 Are there differences in depression, anxiety, and stress in relation to the
teachers’ gender?
 is there differences in performance of teachers before and after covid?
 What is the role of interpersonal support on depression, anxiety, and stress?
 Are there differences in the depression, anxiety, and stress in relation to the
vaccination status of the teachers?
Objectives for proposed study

 To examine the impact of stress on the performance of teachers in the

schools of Jammu and Kashmir
 To examine the impact of covid-19 on the performance of teachers in
schools of Jammu and Kashmir.
 To compare and contrast the level of stress among teachers across various
schools of Jammu and Kashmir before and after covid-19.
 To work out suggestions and recommendations that should be adopted by
authorities to improve the overall performance of teachers in the
universities of Jammu and Kashmir.
FRAMEWORK AND METHODS PROPOSED FOR
RESEARCH

 Overall research will be carried out in all the schools of JKUT

 The government and private schools in JKUT will be selected for study
 The data will be collected with the help of Depression, Anxiety, and Stress
Scale (DASS 21) to measure teachers’ emotional states of depression,
anxiety, and stress
 The method of sampling used will be Random Sampling
 Depression, Anxiety, and Stress Scale (DASS 21) is a scale to measure teachers’
emotional states of depression, anxiety, and stress.
 The DASS-21 was chosen because of its ease of administration and good
psychometric properties .
 The DASS-21 is a self-report measure designed to measure, as the name
suggests, depression, anxiety, and stress. The instrument is shown to have good
psychometric properties across different cultures. The DASS-21 is a measure
appropriate for use in clinical and research settings providing different forms of
emotional distress. In addition to DASS-21, we used a customary questionnaire
containing questions regarding independent variables in this study.
 More specifically, the questionnaire contained the questions regarding the age,
gender, school (elementary school or high school), vaccination status, level of
support they have from family, friends, and school management
Data Analysis

 Statistical analysis will be employed to the descriptive data regarding the

prevalence of levels of depression, anxiety, and stress in teachers.
 Chi square test will be used to examine whether there are statistically
significant differences in the distribution of depression, anxiety, and stress in
relation to teachers’ gender and school they teach
 A regression analysis will be performed to see the effects of support levels
on DASS-21 scores.
 Lastly, we shall examine the DASS-21 scores in relation to the vaccination
status of the teachers.
 An alpha level of .05 will be used for all statistical tests.
 We will use a computer program SPSS v27 for Windows to analyze the
results.
 Descriptive statistics will be computed for demographics and main study
variables.
 Categorical data to be reported as frequency (%) and means and
standard deviations to present continuous data.
 Internal consistency of the measures will be determined by computing
Cronbach’s alpha.
 In order to measure the performance of teachers, Danielson & McGreal’s
(2000) model of teacher performance will be used. They proposed a model
containing four domains embodying the components of professional
practice. These are planning and preparation, the classroom environment,
instruction, and professional responsibilities. This model highlights the fact
that teachers’ functions and responsibilities are varied and encompass
several areas of competencies. Competence in these domains can serve
as criteria for a teacher’s performance and effectiveness
 Path breaking aspect of research

 This study is significant to current practices and existing research in the fields of
educational leadership as it relates to the proposed educational reforms
concerning teacher efficacy. Post pandemic, such studies should be made
mandatory in all educational organizations to understand the ground situation
of the teaching staff. People in Kashmir are vulnerable to stress and the
pandemic had a snowball effect on their psychological wellbeing, this will add
to the existing literature by doing an analysis of the stress they are facing.
 As national and state school reform initiatives support high standards and
accountability for teachers, all stakeholders are encouraged or in many cases
are mandated to try new strategies and methods concerning teacher
evaluations to support school improvement and improve student outcomes. This
research is relevant for leaders contemplating how best to support, design,
develop, and implement an effective teacher performance. Also, the findings
of this study can serve as a catalyst to open productive dialogue between
teachers and
PROPOSED OUTCOME

 The results will be published as research papers in reputed journals and

articles.
RELEVANCE TO POLICY MAKING

 The relevance of his study is a base for policymakers to make psychological

well-being an important factor in organizations. Policies can be devised to
make the education system stronger and technologically sound so that no
losses can be incurred in future due to natural calamities. Policies can be
devised to hire psychologists/counsellors in every university who will look
into the well-being of the staff and students to increase overall efficacy.
Policies with regard to rehab centers/chat rooms should be introduced
where people vent out their stress and talk about their personal and
professional problems. No such policies are devised by any Indian institution
or organization.
Topic: Impact of stress on the performance of teachers during covid-19: a
comprehensive study of schools in Jammu and Kashmir

Abstract
The purpose of this study is to explore how covid-19 pandemic impacted the stress and anxiety of teachers in schools of Jammu and Kashmir. The study
will include 500 teachers from public and private schools in Jammu and Kashmir.

Teachers are working as frontline workers during the pandemic; thus, schools and districts need to monitor teacher stress and anxiety during the COVID-19
pandemic and provide the necessary support. Random sampling method would be employed.

The demographic variables will include gender, marital status, education, experience, income and age. Descriptive statistics(mean, standard deviation,
percentage ) will be used to study the demographics. Internal consistency will be checked by computing Cronbach’s alpha. Primary data will be collected
with the self-designed- designed questionnaire taking cues from the Depression, Anxiety, and Stress Scale (DASS 21) to measure teachers’ emotional states
of depression, anxiety, and stress

In order to measure the performance of teachers, Danielson & McGreal’s (2000) model of teacher performance will be used. This study is significant to
current practices and existing research in the fields of educational leadership as it relates to the proposed educational reforms concerning teacher efficacy.
Post pandemic, such studies should be made mandatory in all educational organizations to understand the ground situation of the teaching staff.